Affichage de 1 - 16 of 16 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Keyword: Students
|
|
|
Anghileri, J. (2006). A study of the impact of reform on students' written calculation methods after five years' implementation of the national numeracy strategy in england. Oxford Review of Education, 32(3), pp. 363–380.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 36.5%
|
|
|
Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of learning disabilities, 29(4), p. p391–401.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 36.59%
|
|
|
Cirino, P. T., Fletcher, J. M., Ewing-Cobbs, L., Barnes, M. A., & Fuchs, L. S. (2007). Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 25–35.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.48%
|
|
|
Clark, A.-M., Anderson, R. C., Kuo, L.-J., Kim, I.-H., Archodidou, A., & Nguyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15(2), p. p181.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.39%
|
|
|
Dembo, Y., Levin, I., & Siegler, R. S. (1997). A comparison of the geometric reasoning of students attending israeli ultraorthodox and mainstream schools. Developmental Psychology, 33(1), p. p92–103.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 33.21%
|
|
|
van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), pp. 246–254.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.76%
|
|
|
van Garderen, D. (2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of learning disabilities, 39(6), pp. 496–506.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.39%
|
|
|
Goldstone, R. L., & Steyvers, M. (2001). The sensitization and differentiation of dimensions during category learning. Journal of Experimental Psychology: General, 130(1), pp. 116–139.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 31.3%
|
|
|
Hurley, E. A., & Allen, B. A. (2007). Asking the how questions: Quantifying group processes behaviors. Journal of General Psychology, 134(1), pp. 5–21.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.76%
|
|
|
Jitendra, A. K., Sczesniak, E., Griffin, C. C., & Deatline-Buchman, A. (2007). Mathematical word problem solving in third-grade classrooms. Journal of Educational Research, 100(5), pp. 283–302.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 29.93%
|
|
|
Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.03%
|
|
|
Padron, Y. N., & Waxman, H. C. (1988). The reading strategies of bilingual and monolingual students. Journal of Social Psychology, 128(5), p. p697.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 30.29%
|
|
|
Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. mathematical thinking and learning, 6(2), pp. 91–104.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.3%
|
|
|
Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.21%
|
|
|
Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition & Instruction, 7(1), p. p1.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.28%
|
|
|
Yan Ping, X. (2007). Word problem solving tasks in textbooks and their relation to student performance. Journal of Educational Research, 100(6), pp. 347–360.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.28%
|
|
|
